New series: Building the pipeline for EDI leadership in universities
The pursuit of equity, diversity, and inclusion (EDI) in universities across Europe has seen significant strides in recent years. This progress largely stems from policy interventions focused on gender equality or widening student access. Nonetheless, a stark reality persists: leadership roles within universities remain predominantly occupied by white males. This lack of diversity at the helm of academic institutions not only undermines commitments to EDI but also obstructs the career advancement of under-represented groups in academia, creating a leadership that fails to mirror the diversity of the student population.
In the coming weeks, we will publish an infographic series that will further explore the challenges that under-represented groups face to access leadership roles, as well as offer some practical suggestions on how to overcome them.
Challenges facing under-represented groups
In order to address these inequities in universities, you must first understand your university community – who are the underrepresented groups and what are their experiences. Below we give example of different groups that we interviewed and highlight the different challenges that affect their pursuit of leadership roles in university and their experience of the institution as a whole.
Ethnic minorities
Ethnic minorities remain vastly under-represented in leadership and academic positions within universities. HESA’s 2021 report highlighted that fewer than 1% of UK university professors are black, underscoring a persistent gap in representation.[1] This disparity not only affects student and staff morale but also hampers a sense of belonging. Those we interviewed in this group voiced concerns over an institutional culture that perpetuates homogeneity, reporting that students often questioned the overwhelming white representation among teaching staff and in the curriculum.
First-generation students
First-generation students (i.e., students from households where neither parent has a college degree)[2] face unique challenges in navigating the academic landscape. The absence of familial academic experience can be alienating, as noted by a Vice Dean of Research in the Netherlands who recounted her unfamiliarity with university environments upon starting her education. Such students often lack the supportive networks and resources available to their peers with academic family backgrounds.
Non-national students and staff
Non-national students and staff encounter additional barriers in integrating within academic communities and advancing their careers. Language obstacles, limited networks, and a pervasive view that they should be ‘grateful’ for their employment in the host country/university contribute to their marginalisation. Particularly in Portugal, interviewees noted the invisibility of students from Portuguese-speaking African (PALOP) countries, highlighting the challenges of achieving recognition and integration.
Socio-economic barriers
The early academic career stage is often marked by low pay and precarious contracts, necessitating supplemental financial support. As such, socio-economic status can decisively impact one’s progression within academia, with biases and exclusionary practices further compounding these difficulties.
LGBTQ+ community
The LGBTQ+ community continues to grapple with a lack of representation and support presence within universities. Interviewees cited latent homophobia and a silencing of LGBTQ+ issues as significant hurdles. One interviewee reported that gender-focused initiatives in their university can overshadow the unique challenges faced by this community, leaving a gap in support measures, particularly for transgender and non-binary individuals.
Individuals with disabilities
Disability inclusion within universities lags behind other EDI efforts and is exacerbated by the distinct lack of data and awareness on those with disabilities in their institution. This neglect stifles progress towards creating an accessible and inclusive environment, as disability often remains a secondary consideration in EDI policies.
Conclusion
Though this is only the first step in addressing these issues, it is a crucial one. By understanding these unique obstacles, we can better appreciate the complexities involved in transforming the academic environment into a more inclusive one. We’ll explore further challenges and offer practical suggestions for targeted supporting mechanisms in this infographic series over the coming weeks.
References
[1] HESA (2023) Higher Education Staff Statistics: UK 2021/22 released. HESA
[2] Sabzalieva, E., Gallegos, D., Yerovi Verano, C. A., Chacón, E., Mutize, T., Morales, D., & Cuadros, J. A. (2022). UNESCO. The right to higher education: A social justice perspective.
Ready for more?
Continue exploring our series with our infographics:
- How universities can confront the legacy of discrimination
- Overcoming institutional inertia to advance EDI in universities
- Ensuring equitable, diverse, and inclusive recruitment in universities
- Addressing systemic challenges in retaining diverse academic leaders
- From resistance to responsibility: Leadership buy-in for EDI initiatives
Madeline Arkins (author) is a Project Officer at UIIN. In her work, she focuses on topics relating to social impact and innovation in regional ecosystems.
